"Homegrown" Latinx Educator Pathways: The Challenges and Possibilities for Early Childhood Teacher Education

Autor/inn/en	Chu, Marilyn; Vélez, Verónica N.; Torres, Daisy Padilla
Titel	"Homegrown" Latinx Educator Pathways: The Challenges and Possibilities for Early Childhood Teacher Education
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 4, S.1045-1066 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Career Pathways; Hispanic Americans; Minority Group Teachers; Early Childhood Teachers; Barriers; Preservice Teachers; High Schools; Community Colleges; Paying for College; Admission Criteria; Teacher Education Programs; Access to Education; Critical Race Theory; Student Financial Aid; Commuting Students; Teacher Student Relationship; Faculty Advisers + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Community college; Community College; Studienfinanzierung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Finanzielle Beihilfe; Studienförderung; Pendler; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study highlights a critical case that can serve as a programmatic and conceptual model for institutional partnerships seeking to diversify the early childhood education (ECE) teaching profession with "homegrown" Latinx teachers. The case study explored the experiences of Latinx students in an ECE program at a regional, public 4-year university who participated in a Grow Your Own (GYO) program at their high schools and/or local community college. The student-centered qualitative case study addressed: What obstacles have GYO Latinx teacher candidates experienced as they transferred to a 4-year university teacher education program? What can we learn about how they made sense of and responded to these challenges for improving the way in which early childhood teacher education programs might extend and transform GYO initiatives at the university level to support the retention and continued success of Latinx teacher candidates? Using a combination of interviews and focus groups, and Latinx Critical Theory, this study demonstrated that once at the university, GYO Latinx students struggled with increased financial strain, entrance requirements into teacher education, and commuting. Stressed across the interviews was the importance of building a critical learning community, in which relationships could be nurtured in culturally sustaining and place-based ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01